What is inclusion?
Inclusion is covering material you may not be familiar with respect to Indigenous ways of life. Inclusion means making learning about this material a priority for your teaching practices.
When thinking about the whole student, inclusion means involvement beyond the classroom and school, into the community and globally.
By advocating for Indigenous rights and amplifying their voices, we can contribute to a more inclusive society.
Every Indigenous community is unique, so it's essential to approach each interaction with an open mind and willingness to learn and model this for our students. It is our duty as educators to include information of First Nations, Métis, and Inuit peoples.
What are the issues that face Indigenous peoples?
Some of the issues pertain to the classroom, the school, the community and the world.
Those that pertain to the classrooms at my school are:
Classroom activities are culturally relevant, differentiated, and promote exploration, imagination, and creative action.
Student learning is expressed in a variety of forms that honour diversity and challenge students to try a multiplicity of methods.
Those that pertain to my school are:
Professional learning for teachers and staff is valued and integrated in evidence- based practices focused on access/equity.
Those that pertain to my community are:
Monitoring and reviewing of domain competencies in relation to student learning and school practices involve Elders, Metis Senators and knowledge keepers.
Those that pertain to the globe are:
Students understand and “confront the conditions and unequal power relations that have created unequal advantage and privilege among nations” (Sefa Dei, 2014, p. 10).
Promotion of Indigenous earth knowledge and sacred connections to land as fundamental to “developing a sense of purpose…[life meaning]…and social existence” (Sefa Dei, 2014, p. 10).
Reconceptualizing education to include Indigenous ways of knowing is a crucial step towards promoting inclusivity and honouring the rich cultural heritage of Indigenous communities. Here are a few ways this can be achieved:
Curriculum Integration: Incorporate Indigenous perspectives, histories, and knowledge systems into the curriculum across various subjects. This can be done by including Indigenous literature, art, traditional ecological knowledge, and oral traditions in lesson plans.
Indigenous Language Revitalization: Support the revitalization of Indigenous languages by offering language classes, creating bilingual education programs, and encouraging the use of Indigenous languages in schools. Language is a vital part of cultural identity and preserving it helps maintain Indigenous ways of knowing.
Indigenous Knowledge Holders as Educators: Invite Indigenous knowledge holders, elders, and community members to share their wisdom and expertise in classrooms. This can be done through guest lectures, workshops, or mentorship programs, allowing students to learn directly from those who possess deep cultural knowledge.
Place-Based Education: Emphasise the importance of local environments and Indigenous lands in the educational experience. Connect students with their surrounding ecosystems, traditional territories, and Indigenous practices related to land stewardship and sustainability.
Collaborative Partnerships: Foster partnerships between educational institutions and Indigenous communities. This collaboration can involve co-designing curriculum, developing culturally relevant teaching resources, and involving Indigenous community members in decision-making processes.
Respect and Reciprocity: Ensure that education about Indigenous cultures is approached with respect, sensitivity, and a commitment to reciprocity. This means valuing Indigenous knowledge systems as equal to other forms of knowledge and acknowledging the contributions of Indigenous peoples to society.
By incorporating these strategies, education can be reconceptualized to include Indigenous ways of knowing, fostering a more inclusive and culturally diverse learning environment.
Why should we care?
We should care because we’re human and have a heart. We are also obligated to care as per the Truth and Reconciliation Commission of Canada: Calls to Action as educators and residents of Canada.
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